LOUISIANA LEADS 2006

LouisianaDepartmentof

Differentiated Instruction Begins With the Leader

ObjectivesEducational leaders will be able to…

• Explain some of the key concepts and principles of differentiated instruction.

• Consider steps essential during the early stages of planning for systemic movement toward differentiated instruction.

• Identify several strategies to assist in implementing a differentiation growth plan.

• Project a plan of action for the 2006-2007 school year.

“Unfortunately, our images of school are almost factory images, so school is very standardized. But kids don't come in standard issue. The challenge is having teachers question the standardized notion of school and then helping kids realize there's a better way to do school.”

Carol Ann Tomlinson Associate Professor of Educational Leadership, Foundations, and Policy

The Curry School of Education, University of Virginia

Tree Map Activity

• At your table, use the tree map to identify the varied roles in a differentiated classroom.

• Select a spokesperson to share your teams findings with the entire group.

Differentiated Instruction

Differentiated Instruction is an instructional concept that maximizes learning for ALL students – regardless of skill level or background.

Differentiation of Instruction

Is a Teacher’s Response to Learner’s Needs

Guided by General Principles of Differentiation

Handout 3

Differentiated Instruction Philosophy

Based on the fact that in a typical classroom, students vary in their academic abilities, learning styles, personalities, interests, background knowledge and experiences, and levels of motivation for learning.

When a teacher differentiates instruction, he or she uses the best teaching practices and strategies to create different pathways that respond to the needs of diverse learners.

Why Use Differentiated Instruction?

• Enables teachers to provide learning opportunities for all students by offering varied learning experiences.

• Allows teachers to put research-based best practices into a meaningful context for learning.

• Helps teachers to understand and use assessment as a critical tool to drive instruction.

•Encourages teachers to plan proactively for student-centered learning

Why Use Differentiated Instruction? (Continued)

•Adds new instructional strategies to teachers’ “toolboxes”- introducing or reinforcing techniques to help teachers focus on essentials of curriculum.

•Gives administrators, teachers, and students an instructional management system to more efficiently meet the demands of high stakes testing.

•Meets curriculum requirements in a meaningful way for achieving students’ success.

Types of Differentiated Instructional Strategies

• Compacting

•Independent Study

•Interest Centers or Interest Groups

•Tiered Assignments

•Flexible Grouping

•Learning Centers

•Adjusting Questions

•Learning Contracts

Differentiation is NotNot…

• A collection of activities loosely grouped around a theme or topic.

• An IEP for every learner.

• More work for capable kids and less work for those students who are struggling.

• Ability tracking in disguise.

• An environment that most teachers have experienced before.

Analysis of a Differentiated Classroom

Video Analysis

• Primary Example• Secondary Example

Roundtable Activity

• At your table, refer to your group Tree Map and Handout #5 (the video analysis).

• Go around the table, sharing how your views have changed or remained the same about roles in a differentiated classroom.

10 Steps for Leaders to Consider When Moving Toward Differentiated

Instruction

1. Establish a need and articulate a vision.

2. Establish common definitions and terms.

3. Build understanding and support among stakeholders.

4. Link differentiation and best practice.

5. Focus district initiatives.

10 Steps for Leaders to Consider When Moving Toward

Differentiated Instruction (Continued)

6. Attend to competing mandates.

7. Plan for leadership and support.

8. Allocate financial resources.

9. Look ahead to assessing progress.

10. Plan for the long haul.

Leadership for Differentiating Schools & Classrooms, Tomlinson & Allan 2000

Strategies for Promoting Differentiated Classrooms

• Focus on Personnel

• Lend Concrete Support

• Promote Sharing of Ideas

• Provide Structural Support

Leadership for Differentiating Schools & Classrooms, Tomlinson & Allan 2000

Strategies that Focus on Personnel

• District hiring focused on the goals of instructional differentiation

• Involve media specialists

• Tap into the skills of guidance counselors

• Use social workers in difficult settings

• Recruit retirees to coach for differentiation

Strategies that Lend Concrete Support for Differentiation

• Allow teachers the opportunity to see differentiation in action.

• Make multi-text adoptions.

• Establish in-school mini-grants for purchasing supplementary materials for differentiated units.(Purpose is to ensure that the teacher had a specific plan to use the materials for differentiation.)

• Support attendance to Differentiated Instruction conferences and institutes.

• Provide recognition for teacher efforts and growth.

Strategies that Promote Sharing of Ideas

• Use core groups to spread the word

• Share reflective journals

• Create curriculum tubs

• Share differentiated instructional experiences occurring throughout the school (including student responses to the DI efforts) by inserting flyers or newsletters into teachers’ mailboxes

Structural Strategies that Promote Differentiation

• Create learning centers to support a range of learners

• Develop multi-age classrooms

• Promote looping

• Assign clusters of students

Effective Staff Development on Differentiation

Staff development should…

• Build on a common vocabulary directly related to differentiation

• Attend to teachers’ levels of readiness

• Offer options/choices directly focused on particular needs of particular grade levels and subject areas

• Ensure and support transfer of knowledge, understanding, and skill into the classroom

Effective Staff Development on Differentiation

Staff development must…

• Include school administrators and other district/school leaders who will work with teachers.

• Consistently emphasize high-quality curriculum and instruction as the starting point for meaningful differentiation.

A Former Principal’s Personal Narrative

• Mary Lou Sumrall

From Start to Finish….. A Plan for Differentiated

Instruction

Use handout # 7, “From Start to Finish, A Plan to Differentiated Instruction” to begin developing your plan of action.

Push me! See how far I go!

Work me ‘til I drop. Then pick me up.

Open a door, and then make me run to it

before it closes.

Teach me so that I might learn.

Then let me enter the tunnel of experience

alone.

And when, near the end,

I turn to see you beginning another’s journey,

I shall smile. Kathleen, age 14

“Differentiated Instruction is really just common sense.” Carol Ann Tomlinson

Associate Professor of Educational Leadership, Foundations, and PolicyThe Curry School of Education, University of Virginia